Our First Grade Standards
ELA1LSV1
ELA1LSV1 The student uses oral and visual strategies to communicate. The
student
a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and knowledge.
e. Communicates effectively when relating experiences and retelling stories
read, heard, or viewed.
f. Uses complete sentences when speaking.
ELA1R1
ELA1R1 The Student demonstrated knowledge of concepts of print. The student
a. Understands that there are correct spellings for words.
b. Identifies the beginning and end of a paragraph.
c. Demonstrates an understanding that punctuation and capitalization are used
in all written sentences.
ELA1R2
ELA1R2 The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken words.The student
a. Isolates beginning, middle, and ending sounds in single-syllable words.
b. Identifies onsets and rimes in spoken one-syllable words.
c. Adds, deletes, or substitutes target sounds to change words (e.g., change
top to stop; change smile to mile; change cat to cap).
d. Distinguishes between long and short vowel sounds in spoken, one-syllable
words (can and cane).
e. Orally blends two to four phonemes into recognizable and/or nonsense words.
f. Automatically segments one-syllable words into sounds.
ELA1R3
ELA1R3 The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words. The student
a. Automatically generates the sounds for all letters and letter patterns,
including long and short vowels.
b. Applies knowledge of letter-sound correspondence to decode new words.
c. Reads words containing consonant blends and digraphs.
d. Reads words with inflectional endings.
e. Reads compound words and contractions in grade appropriate texts.
f. Reads words containing vowel digraphs and r-controlled vowels.
g. Uses spelling patterns to recognize words.
h. Applies learned phonics skills when reading and writing words, sentences,
and stories.
ELA1R4
ELA1R4 The student demonstrates the ability to read orally with speed,
accuracy, and expression. The student
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words
within texts.
c. Reads grade-level text with appropriate expression.
d. Reads first-grade text at a target rate of 60 words correct per minute.
e. Uses self-correction when subsequent reading indicates an earlier
misreading within grade-level text.
ELA1R5
ELA1R5 The student acquires and uses grade-level words to communicate
effectively. The student
a. Reads and listens to a variety of texts and uses new words in oral and
written language.
b. Recognizes grade-level words with multiple meanings.
c. Identifies words that are opposites (antonyms) or have similar meanings
(synonyms).
ELA1R6
ELA1R6 The student uses a variety of strategies to understand and gain
meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning middle- end, setting, characters, problems, events, resolution) of
a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read
or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.
j. Identifies word parts to determine meanings.
k. Begins to use dictionary and glossary skills to determine word meanings.
l. Recognizes plot, setting, and character within texts, and compares and
contrasts these elements among texts.
m. Recognizes and uses graphic features and graphic organizers to understand
text.
ELA1W1
ELA1W1 The student begins to demonstrate competency in the writing process.
The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to
make corrections.
d. Prints with appropriate spacing between words and sentences.
e.Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books) and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and correct
capitalization of initial words and common proper nouns (e.g., personal
names, months).
m. Uses commas in a series of items.
ELA1W2
ELA1W2 The student writes in a variety of genres, including narrative,
informational, persuasive and response to literature.
Critical Component: The student produces a narrative that:
a. Begins to capture a reader's interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and
sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and descriptive
adjectives.
f. Begins to develop a sense of closure.
g. May include oral or written prewriting (graphic organizer).
h. May include a draft that is revised and edited.
i. May be published
Critical Component:The student produces informational writing that:
a. Begins to capture a reader's interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and
strategies (description).
e. Begins to use graphic features (charts, pictures, headings).
f. Begins to use a variety of resources (picture dictionaries, Internet,
books) and strategies to gather information to write about a topic.
g. Begins to develop a sense of closure.
h. May include oral or written prewriting (graphic organizers).
i. May include a draft that is revised and edited.
j. May be published.
Critical Component:The student produces a persuasive piece of writing that:
a. Captures a reader's interest by stating a position/opinion.
b. Begins to maintain a focus.
c. Adds details to support an opinion.
d. Begins to use formats appropriate to the genre (letter, list of reasons,
poster).
e. May have a sense of closure.
f. May include oral or written prewriting (graphic organizer).
g. May include a draft that is revised and edited.
h. May be published.
Critical Component:The student produces a response to literature that:
a. Captures a reader's interest by stating a position/opinion about a text.
b. Begins to demonstrate an understanding of the text through oral retelling,
pictures, or in writing.
c. Makes connections: text-to-self, text-to-text, text-to-world.
d. Begins to use organizational structures (beginning, middle, and end with
details from the text).
e. May have a sense of closure.
f. May include oral or written prewriting (graphic organizers).
g. May include a draft that is revised and edited.
h. May be published.
M1D1
M1D1 Students will create simple tables and graphs, and interpret them.
a. Interpret tally marks, picture graphs, and bar graphs.
b. Organize and record data using objects, pictures, tally marks, and picture
graphs.
M1G1
M1G1 Students will study and create various two and three-dimensional figures
and identify basic figures (squares, circles, triangles, and rectangles)
within them.
a. Build, draw, name, and describe triangles, rectangles, pentagons, and
hexagons.
b. Build, represent, name, and describe cylinders, cones, and rectangular
prisms (objects that have the shape of a box).
c. Create pictures and designs using shapes, including overlapping shapes.
M1G2
M1G2 Students will compare, contrast, and/or classify geometric shapes by the
common attributes of position, shape, size, number of sides, and number of
corners.
M1G3
M1G3 Students will arrange and describe objects in space by proximity,
position, and direction (near, far, below, above, up, down, behind, in front
of, next to, and left or right of).
M1M1
M1M1 Students will compare and/or order the length, weight, or capacity of
two or more objects by using direct comparison or a nonstandard unit.
a. Directly compare length, weight, and capacity of concrete objects.
b. Estimate and measure using a non-standard unit that is smaller than the
object to be measured.
c. Measure with a tool by creating a “ruled” stick, tape, or container by
marking off ten segments of the repeated single unit.
M1M2
M1M2 Students will develop an understanding of the measurement of time.
a. Tell time to the nearest hour and half hour and understand the movement of
the minute hand and how it relates to the hour hand.
b. Begin to understand the relationship of calendar time by knowing the
number of days in a week and months in a year.
c. Compare and/or order the sequence or duration of events (e.g.,
shorter/longer and before/after).
M1N1
M1N1 Students will estimate, model, compare, order, and represent whole
numbers up to 100.
a. Represent numbers less than 100 using a variety of models, diagrams, and
number sentences. Represent numbers larger than 10 in terms of tens and ones
using counters and pictures.
b. Correctly count and represent the number of objects in a set using
numerals.
c. Compare small sets using the terms greater than, less than, and equal to .
d. Understand the magnitude and order of numbers up to 100 by making ordered
sequences and representing them on a number line.
e. Exchange equivalent quantities of coins by making fair trades involving
combinations of pennies, nickels, dimes, and quarters and count out a
combination needed to purchase items less than a dollar.
f. Identify bills ($1, $5, $10, $20) by name and value and exchange
equivalent quantities by making fair trades involving combinations of bills
and count out a combination of bills needed to purchase items less than
twenty dollars.
M1N2
M1N2 Understand place value notation for the numbers between 1 and 100.
(Discussions may allude to 3-digit numbers to assist in understanding place
value.)
a. Determine to which multiple of ten a given number is nearest using tools
such as a sequential number line or hundreds chart to assist in estimating.
b. Represent collections of less than 30 objects with 2-digit numbers and
understand the meaning of place value.
c. Decompose numbers between 11 and 19 as one ten and the appropriate number
of ones.
M1N3
M1N3 Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and subtraction.
a. Identify one more than, one less than, 10 more than, and 10 less than a
given number.
b. Skip-count by 2’s, 5’s, and 10’s forward and backwards – to and from
numbers up to 100.
c. Compose/decompose numbers up to 10 --"break numbers apart", e.g., 8 is
represented as 4 + 4, 3 + 5, 5 + 2 + 1, and 10-2).
d. Understand a variety of situations to which subtraction may apply: taking
away from a set, comparing two sets, and determining how many more or how
many less.
e. Understand addition and subtraction number combinations using strategies
such as counting on, counting back, doubles, and making tens.
f. Know the single-digit addition facts to 18 and corresponding subtraction
facts with understanding and fluency. (Use strategies such as relating to
facts already known, applying the commutative property, and grouping facts
into families.)
g. Apply addition and subtraction to 2-digit numbers without regrouping
(e.g., 15 + 4, 80-60, 56 + 10, 100-30, 52 + 5).
h. Solve and create word problems involving addition and subtraction to 100
without regrouping. Use words, pictures, and concrete models to interpret
story problems and reflect the combining of sets as addition and taking away
or comparing elements of sets as subtraction.
M1N4
M1N4 Students will count collections of up to 100 objects by dividing them
into equal parts and represent the results using words, pictures, or diagrams.
a. Use informal strategies to share objects equally between two to five
people.
b. Build number patterns, including concepts of even and odd, using various
concrete representations. (Examples of concrete representations include a
hundreds chart, ten-grid frame, place-value chart, number line, counters, or
other objects.)
c. Identify, label, and relate fractions (halves, fourths) as equal parts of
a whole using pictures and models.
M1P1
M1P1 Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M1P2
M1P2 Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M1P3
M1P3 Students will communicate mathematically.
a.Organize and consolidate their mathematical thinking through communication.
b.Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
c.Analyze and evaluate the mathematical thinking and strategies of others.
d.Use the language of mathematics to express mathematical ideas precisely.
M1P4
M1P4 Students will make connections among mathematical ideas and to other
disciplines.
a.Recognize and use connections among mathematical ideas.
b.Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
c.Recognize and apply mathematics in contexts outside of mathematics.
M1P5
M1P5 Students will represent mathematics in multiple ways.
a.Create and use representations to organize, record, and communicate
mathematical ideas.
b.Select, apply, and translate among mathematical representations to solve
problems.
c.Use representations to model and interpret physical, social, and
mathematical phenomena.
S1CS1
S1CS1 Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in their
own efforts to understand how the world works.
a. Raise questions about the world around them and be willing to seek answers
to some of the questions by making careful observations and measurements and
trying to figure things out.
S1CS2
S1CS2 Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
a. Use whole numbers in ordering, counting, identifying, measuring, and
describing things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary,
practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them
formally.
d. Make quantitative estimates of familiar lengths, weights, and time
intervals, and check them by measuring.
S1CS3
S1CS3 Students will use tools and instruments for observing, measuring, and
manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure, and look at
objects.
b. Make something that can actually be used to perform a task, using paper,
cardboard, wood, plastic, metal, or existing objects.
c. Identify and practice accepted safety procedures in manipulating science
materials and equipment.
S1CS4
S1CS4 Students will use the ideas of system, model, change, and scale in
exploring scientific and technological matters.
a. Use a model—such as a toy or a picture—to describe a feature of the
primary thing.
b. Describe changes in the size, weight, color, or movement of things, and
note which of their other qualities remain the same during a specific change.
c. Compare very different sizes, weights, ages (baby/adult), and speeds
(fast/slow) of both human made and natural things.
S1CS5
S1CS5 Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size,
weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of
the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
S1CS6
S1CS6 Students will be familiar with the character of scientific knowledge
and how it is achieved.
Students will recognize that:
a. When a science investigation is done the way it was done before, we expect
to get a similar result.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times, and subject their
ideas to criticism by other scientists who may disagree with them and do
further tests.
d. All different kinds of people can be and are scientists.
S1CS7
S1CS7 Students will understand important features of the process of
scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientists use a common language with precise definitions of terms to make
it easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members
should reach individual conclusions and share their understandings with other
members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more
information about things than can be obtained by just observing things
without help.
d. Much can be learned about plants and animals by observing them closely,
but care must be taken to know the needs of living things and how to provide
for them. Advantage can be taken of classroom pets.
S1E1
S1E1 Students will observe, measure, and communicate weather data to see
patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather
instruments (thermometer, wind vane, rain gauge), and recording weather data
(temperature, precipitation, sky conditions, and weather events) in a
periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and
weather events) to seasonal changes.
S1E2
S1E2 Students will observe and record changes in water as it relates to
weather.
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones
as either solid (ice) or liquid (water).
c. Determine that the weight of water before freezing, after freezing, and
after melting stays the same.
d. Determine that water in an open container disappears into the air over
time, but water in a closed container does not.
S1L1
S1L1 Students will investigate the characteristics and basic needs of plants
and animals.
a. Identify the basic needs of a plant.
Air
Water
Light
Nutrients
b. Identify the basic needs of an animal.
Air
Water
Food
Shelter
c. Identify the parts of a plant—root, stem, leaf, and flower.
d. Compare and describe various animals—appearance, motion, growth, basic
needs.
S1P1
S1P1 Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
d. Differentiate between various sounds in terms of (pitch) high or low and
(volume) loud or soft.
e. Identify emergency sounds and sounds that help us stay safe.
S1P2
S1P2 Students will demonstrate effects of magnets and other magnets and other
objects.
a. Demonstrate how magnets attract and repel.
b. Identify common objects that are attracted to a magnet.
c. Identify objects and materials (air, water, wood, paper, your hand, etc.)
that do not block magnetic force.
SS1CG1
SS1CG1 The student will describe how the historical figures in SS1H1a display
positive character traits of fairness, respect for others, respect for the
environment, conservation, courage, equality, tolerance, perseverance, and
commitment.
SS1CG2
SS1CG2 The student will explain the meaning of the patriotic words to America
(My Country 'Tis of Thee) and America the Beautiful.
SS1E1
SS1E1 The student will identify goods that people make and services that
people provide for each other.
SS1E2
SS1E2 The student will explain that people have to make choices about goods
and services because of scarcity.
SS1E3
SS1E3 The student will describe how people are both producers and consumers.
SS1E4
SS1E4 The student will describe the costs and benefits of personal spending
and saving choices.
SS1G1
SS1G1 The student will describe the cultural and geographic systems
associated with the historical figures in SS1H1a.
SS1G2
SS1G2 The student will identify and locate his/her city, county, state,
nation, and continent on a simple map or a globe.
SS1G3
SS1G3 The student will locate major topographical features of the earth’s
surface.
a. Locate all of the continents: North America, South America, Africa,
Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
c. Identify and describe landforms (mountains, deserts, valleys, plains,
plateaus, and coasts).
SS1H1
SS1H1 The student will read about and describe the life of historical figures
in American history.
a. Identify the contributions made by these figures: Benjamin Franklin
(inventor/author/statesman),Thomas Jefferson (Declaration of Independence),
Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet
Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the
environment), George Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and
different from everyday life in the present (food, clothing, homes,
transportation, communication, recreation).
SS1H2
SS1H2 The student will read or listen to American folktales and explain how
they characterize our national heritage. The study will include John Henry,
Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.
